Enjoying the lectures? Come join Prof. Ayres' on Coursera! Enrolling in his course will allow you to join in discussions with fellow learners, take assessments on the material, and earn a certificate! Link - https://www.coursera.org/learn/law-student
Whether you are an advanced law student looking to review the basics, or an aspiring law student looking for head start, this course will help you build the foundation you will need to succeed in law school and beyond.
This course will introduce you to terminology, concepts, and tools lawyers and legal academics use to make their arguments. It will help you follow these arguments—and make arguments of your own.
The course consists of a series of short lectures and assignments. A reading list complements each lesson, providing you with a roadmap to help you explore the subject matter more deeply on your own. Although the lessons may cross-reference each other, they are modular in nature: you should feel free to approach them in whatever order fits your schedule, interests, and needs.

Introduction to Psychology (PSYC 110)
This lecture introduces students to the theories of Sigmund Freud, including a brief biographical description and his contributions to the field of psychology. The limitations of his theories of psychoanalysis are covered in detail, as well as the ways in which his conception of the unconscious mind still operate in mainstream psychology today.
00:00 - Chapter 1. Sigmund Freud in a Historical Context
06:51 - Chapter 2. Unconscious Motivation: The Id, Ego and Superego
13:45 - Chapter 3. Personality Development and Psychosexual Development
20:32 - Chapter 4. Defense Mechanisms, the Aims of Psychoanalysis, Dreams
29:11 - Chapter 5. Question and Answer on Freud's Theories
32:55 - Chapter 6. Controversies and Criticisms on Freud's Theories
42:10 - Chapter 7. Examples of the Unconscious in Modern Psychology
51:55 - Chapter 8. Further Question and Answer on Freud
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2007.

The Early Middle Ages, 284--1000 (HIST 210)
Professor Freedman introduces the major themes of the course: the crisis of the Roman Empire, the rise of Christianity, the threats from barbarian invasions, and the continuity of the Byzantine Empire. At the beginning of the period covered in this course, the Roman Empire was centered politically, logistically, and culturally on the Mediterranean Sea. Remarkable for its size and longevity, the Empire was further marked by its tolerance. Although it contained an eclectic mix of peoples, the Empire was unified in part by a local elite with a shared language and customs. In the third century these strengths were increasingly threatened by the Empire's sheer size, its imbalances, both East-West and urban-rural, and by an army that realizes it could make and unmake emperors. Having set the scene, Professor Freedman looks to subsequent lectures where he will discuss reforms enacted to address these weaknesses.
00:00 - Chapter 1. Welcome
09:54 - Chapter 2. Introduction to the Themes of the Course
18:48 - Chapter 3. The Roman Empire before the Crisis of the Third Century
34:09 - Chapter 4. Flaws of the Roman Empire
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.

This course is a modified version of Dr. Santos' record-breaking psychology class taught at Yale. Learn what psychological science says about living the good life and, more importantly, how to put that knowledge into practice. Enroll in the course today: https://www.coursera.org/learn/the-science-of-well-being?utm_source=YALE&utm_medium=institutions&utm_campaign=201802-YouTube-SWB

Introduction to Contracts
Ricketts v Scothorn (foregoing employment) To access case file, copy and paste link into browser - ianayres.com/sites/default/files/files/Ricketts%20v_%20Scothorn.docx
These video lectures are taken from Prof. Ayres’ Coursera Courses: American Contract Law I & II. All lectures plus assessments, animations, and discussion forums will me made available on Coursera.org fall 2017!

Introduction to Contracts
Hammer v. Sidway (just say no). To access case file, copy and paste link into browser - ianayres.com/sites/default/files/files/Hamer%20v_%20Sidwell.docx
These video lectures are taken from Prof. Ayres’ Coursera Courses: American Contract Law I & II. All lectures plus assessments, animations, and discussion forums will me made available on Coursera.org fall 2017!

Listening to Music (MUSI 112)
Professor Wright introduces the course by suggesting that "listening to music" is not simply a passive activity one can use to relax, but rather, an active and rewarding process. He argues that by learning about the basic elements of Western classical music, such as rhythm, melody, and form, one learns strategies that can be used to understand many different kinds of music in a more thorough and precise way -- and further, one begins to understand the magnitude of human greatness. Professor Wright draws the music examples in this lecture from recordings of techno music, American musical theater, and works by Mozart, Beethoven, Debussy and Strauss, in order to introduce the issues that the course will explore in more depth throughout the semester.
00:00 - Chapter 1. Introduction to Listening to Music
03:23 - Chapter 2. Why Listen to Classical Music?
12:14 - Chapter 3. Course Requirements and Pedagogy
21:11 - Chapter 4. Diagnostic Quiz
33:56 - Chapter 5. Pitch
42:04 - Chapter 6. Rhythm
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2008.

Human Emotion; Professor June Gruber, Yale University
00:00 Chapter 1. Introduction to Lecture
02:43 Chapter 2. What is Emotion Regulation?
11:32 Chapter 3. Take-Away Questions
12:04 Chapter 4. Expert Interview
This course is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Course website:
http://www.yalepeplab.com/teaching/psych131_summer2013/index.php

The Early Middle Ages, 284--1000 (HIST 210)
In the first part of this lecture, Professor Freedman discusses the emergence of the Vikings from Scandinavia in the ninth and tenth centuries. The Vikings were highly adaptive, raiding (the Carolingian Empire), trading (Byzantium and the Caliphate) or settling (Greenland and Iceland) depending on local conditions. Through their wide-ranging travels, the Vikings created networks bringing into contact parts of the world that were previously either not connected or minimally so. Professor Freedman concludes the lecture, and the course, by considering what's been accomplished between 284 and 1000. Although Europe in the year 1000 experienced many of the same problems as did the Roman Empire 284 where we began -- population decline and lack of urbanization, among others -- the end of the early Middle Ages also arguable heralds the emergence of Europe and Christendom as cultural constructs and sets the stage for the rise of the West.
00:00 - Chapter 1. Introduction
13:52 - Chapter 2. The Vikings in England and on the Continent
21:05 - Chapter 3. The Vikings in the East
29:20 - Chapter 4. The Vikings in the West
37:09 - Chapter 5. Conclusion: What's been accomplished?
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.

Game Theory (ECON 159)
We introduce Game Theory by playing a game. We organize the game into players, their strategies, and their goals or payoffs; and we learn that we should decide what our goals are before we make choices. With some plausible payoffs, our game is a prisoners' dilemma. We learn that we should never choose a dominated strategy; but that rational play by rational players can lead to bad outcomes. We discuss some prisoners' dilemmas in the real world and some possible real-world remedies. With other plausible payoffs, our game is a coordination problem and has very different outcomes: so different payoffs matter. We often need to think, not only about our own payoffs, but also others' payoffs. We should put ourselves in others' shoes and try to predict what they will do. This is the essence of strategic thinking.
00:00 - Chapter 1. What Is Strategy?
02:16 - Chapter 2. Strategy: Where Does It Apply?
02:54 - Chapter 3. (Administrative Issues)
09:40 - Chapter 4. Elements of a Game: Strategies, Actions, Outcomes and Payoffs
21:38 - Chapter 5. Strictly Dominant versus Strictly Dominated Strategies
29:33 - Chapter 6. Contracts and Collusion
33:35 - Chapter 7. The Failure of Collusion and Inefficient Outcomes: Prisoner's Dilemma
41:40 - Chapter 8. Coordination Problems
01:07:53 - Chapter 9. Lesson Recap
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2007.

Financial Markets (ECON 252)
Mr. Carl Icahn, a prominent activist investor in corporate America, talks about his career and how he became interested in finance and involved in shareholder activism. He discusses his thoughts about today's economy and American businesses and their inherent threats and opportunities. He believes that the biggest challenge facing corporate America is weak management and that today's CEOs, with exceptions, might not be the most capable of leading global companies. He sees opportunities for current, intelligent college students to succeed in the corporate world if they work hard and can identify valuable business pursuits.
00:00 - Chapter 1. Carl Icahn: A Self-Introduction
06:10 - Chapter 2. An Anti-Darwinian Corporate America
19:56 - Chapter 3. Questions: Personal Motivation and Inspiration
29:21 - Chapter 4. Questions: Activist Investing in the Real World
38:53 - Chapter 5. Questions: Sensing Potential in Poorly Managed Companies
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.

The Early Middle Ages, 284--1000 (HIST 210)
Professor Freedman outlines the problems facing the Roman Empire in the third century. The Persian Sassanid dynasty in the East and various Germanic tribes in the West threatened the Empire as never before. Internally, the Empire struggled with the problem of succession, an economy wracked by inflation, and the decline of the local elite which had once held it together. Having considered these issues, Professor Freedman then moves on to the reforms enacted under Diocletian to stabilize the Empire. He attempted to solve the problem of succession by setting up a system of joint rule called the Tetrarchy, to stabilize the economy through tax reform, and to protect the frontiers through militarization. Although many of his policies failed--some within his lifetime--Diocletian nevertheless saved the Roman Empire from collapse.
00:00 - Chapter 1. Introduction and Logistics
01:35 - Chapter 2. Third Century Crisis and Barbarian Invasions
10:10 - Chapter 3. The Problem of Succession
17:36 - Chapter 4. The Problem of Inflation
22:48 - Chapter 5. The Ruin of The Local Elite
26:08 - Chapter 6. Diocletian and his Reforms
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.

Principles of Evolution, Ecology and Behavior (EEB 122)
The lecture presents an overview of evolutionary biology and its two major components, microevolution and macroevolution. The idea of evolution goes back before Darwin, although Darwin thought of natural selection. Evolution is driven by natural selection, the correlation between organism traits and reproductive success, as well as random drift. The history of life goes back approximately 3.7 billion years to a common ancestor, and is marked with key events that affect all life.
00:00 - Chapter 1. Introduction
03:22 - Chapter 2. History of Evolutionary Studies
15:59 - Chapter 3. Conditions for Natural Selection
21:25 - Chapter 4. The Power of Selection and Adaptation
27:09 - Chapter 5. Drift
31:10 - Chapter 6. History of Life
39:33 - Chapter 7. Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.

Introduction to Psychology (PSYC 110)
Professor Paul Bloom welcomes students and presents the course as a comprehensive introduction to the study of the human mind. Course readings and requirements are discussed. The five main branches of psychology are presented: neuroscience, which is a study of the mind by looking at the brain; developmental, which focuses on how people grow and learn; cognitive, which refers to the computational approach to studying the mind; social, which studies how people interact; and clinical, which examines mental health and mental illnesses.
00:00 - Chapter 1. Introduction to and Requirements for the Course
10:03 - Chapter 2. General Goals for the Course
13:07 - Chapter 3. Examples of Materials Covered in the Course
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2007.

Introduction to New Testament (RLST 152)
The Christian faith is based upon a canon of texts considered to be holy scripture. How did this canon come to be? Different factors, such as competing schools of doctrine, growing consensus, and the invention of the codex, helped shape the canon of the New Testament. Reasons for inclusion in or exclusion from the canon included apostolic authority, general acceptance, and theological appropriateness for "proto-orthodox" Christianity.
00:00 - Chapter 1. Canon vs. Scripture
16:17 - Chapter 2. The Forming of Canons
27:04 - Chapter 3. The Invention of the Codex
32:50 - Chapter 4. A Slowly Developing (and Incomplete) Consensus
42:02 - Chapter 5. The Reasons for Canonical Inclusion and Exclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.

Introduction to Psychology (PSYC 110)
This lecture introduces students to two broad theories of how the mind relates to the body. Dualism is the ubiquitous and intuitive feeling that our conscious mind is separate from our physical bodies, whereas Materialism is the idea that all of our mental states are caused by physical states of the brain. This lecture reviews arguments explaining why materialism has become the predominant theory of mind in psychology. This discussion is followed by a basic overview of the neurophysiology of the brain.
00:00 - Chapter 1. The Brain, the Mind and Dualism
12:06 - Chapter 2. Scientific Consensus Against Dualism
19:28 - Chapter 3. The Neuron: The Basic Building Blocks of Thought
32:58 - Chapter 4. The Different Parts of the Brain
44:47 - Chapter 5. Mechanist Conception and the Hard Problem of Consciousness
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2007.

Introduction to Political Philosophy (PLSC 114)
The lecture begins with an introduction of Machiavelli's life and the political scene in Renaissance Florence. Professor Smith asserts that Machiavelli can be credited as the founder of the modern state, having reconfigured elements from both the Christian empire and the Roman republic, creating therefore a new form of political organization that is distinctly his own. Machiavelli's state has universalist ambitions, just like its predecessors, but it has been liberated from Christian and classical conceptions of virtue. The management of affairs is left to the princes, a new kind of political leaders, endowed with ambition, love of glory, and even elements of prophetic authority.
00:00 - Chapter 1. Introduction: Video of "The Third Man"
02:20 - Chapter 2. Introduction: Who Was Machiavelli?
15:33 - Chapter 3. "The Prince": Title and Dedication of the Book
21:52 - Chapter 4. The Distinction between Armed and Unarmed Prophets
26:10 - Chapter 5. Good and Evil, Virtue and Vice
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2006.

Introduction to Political Philosophy (PLSC 114)
Lecture 4 introduces Plato's Republic and its many meanings in the context of moral psychology, justice, the power of poetry and myth, and metaphysics. The Republic is also discussed as a utopia, presenting an extreme vision of a polis--Kallipolis--Plato's ideal city.
00:00 - Chapter 1. Introduction
03:04 - Chapter 2. What Is Plato's "Republic" About?
17:38 - Chapter 3. I Went Down to the Piraeus
22:05 - Chapter 4. The Seventh Letter
30:00 - Chapter 5. Analyzing the Beginning of "Republic" and the Hierarchy of Characters
38:13 - Chapter 6. Cephalus
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2006.

Death (PHIL 176)
Professor Kagan discusses the two main positions with regard to the question, "What is a person?" On the one hand, there is the dualist view, according to which a person is a body and a soul. On the other hand, the physicalist view argues that a person is just a body. The body, however, has a certain set of abilities and is capable of a large range of activities.
00:00 - Chapter 1. "Is There Life After Death?" Asking the Right Question
13:25 - Chapter 2. Ways to Conceptualize Self-Identity
21:18 - Chapter 3. Dualists: The Body-Soul Perspective
39:00 - Chapter 4. The Physicalists: The Body Is a Body and Conclusion
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2007.

The American Novel Since 1945 (ENGL 291)
In this first of two lectures on Blood Meridian, Professor Hungerford walks us through some of the novel's major sources and influences, showing how McCarthy engages both literary tradition and American history, and indeed questions of origins and originality itself. The Bible, Moby-Dick, Paradise Lost, the poetry of William Wordsworth, and the historical narrative of Sam Chamberlain all contribute to the style and themes of this work that remains, in its own right, a provocative meditation on history, one that explores the very limits of narrative and human potential.
00:00 - Chapter 1. The Literary Tradition: Allusions and Revisions
08:49 - Chapter 2. Eradicating Interiority: "Moby Dick"
20:50 - Chapter 3. Modeling Evil: "Paradise Lost"
30:13 - Chapter 4: Rejecting Innocence: Wordsworth
34:59 - Chapter 5. Historical Sources: Samuel Chamberlin's "My Confession"
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.

The Civil War and Reconstruction (HIST 119)
Professor Blight offers an introduction to the course. He summarizes some of the course readings, and discusses the organization of the course is discussed. Professor Blight offers some thoughts on the nature of history and the study of history, before moving into a discussion of the reasons for Americans' enduring fascination with the Civil War. The reasons include: the human passion for epics, Americans' fondness for redemption narratives, the Civil War as a moment of "racial reckoning," the fascination with loss and lost causes, interest in military history, and the search for the origins of the modern United States.
00:00 - Chapter 1. Introduction
03:09 - Chapter 2. Course Texts and Structure
10:47 - Chapter 3. Martin Luther King Jr.'s "Promissory Note"
15:31 - Chapter 4. Books and the Purpose of History
22:00 - Chapter 5. Why Study the Civil War?
38:46 - Chapter 6. Whitman's "Democracy" and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.

Introduction to Political Philosophy (PLSC 114)
With the emergence of democracies in Europe and the New World at the beginning of the nineteenth century, political philosophers began to re-evaluate the relationship between freedom and equality. Tocqueville, in particular, saw the creation of new forms of social power that presented threats to human liberty. His most famous work, Democracy in America, was written for his French countrymen who were still devoted to the restoration of the monarchy and whom Tocqueville wanted to convince that the democratic social revolution he had witnessed in America was equally representative of France's future.
00:00 - Chapter 1. Tocqueville's Problem
08:36 - Chapter 2. Who Was Alexis de Tocqueville?
14:04 - Chapter 3. Democracy in America and the Letter to Kergolay
35:46 - Chapter 4. The CharacterIstics of American Democracy: Importance of Local Government
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2006.

This is a full technique video from Dr. Alan E. Kazdin's massive open online course on Coursera called "Everyday Parenting: The ABCs of Child Rearing." Enroll today: https://www.coursera.org/learn/everyday-parenting?utm_source=YALE&utm_medium=institutions&utm_campaign=Newsletter-201708-Youtube-EP

The Early Middle Ages, 284--1000 (HIST 210)
In this lecture, Professor Freedman discusses the Carolingian dynasty from its origins through its culmination in the figure of Charlemagne. The Carolingians sought to overthrow the much weakened Merovingian dynasty by establishing their political legitimacy on three bases: war leadership, Christian rule, and the legacy of Rome. Charlemagne's grandfather Charles Martel won a major victory over the Muslims in 733 at the Battle of Poitiers. Charlemagne's father Pepin the Short allied the Carolingians with the papacy at a time when the latter was looking for a new protector. Charlemagne, crowned emperor in Rome by Pope Leo III in 800, made strides in reestablishing the Roman Empire; although, being centered in northern Europe, his was not an exact imitation of the Roman Empire. Professor Freedman concludes the lecture with the observation that Charlemagne can be considered the founder of Europe as a political and cultural expression.
00:00 - Chapter 1. Introduction
07:43 - Chapter 2. The Last Years of the Merovingians
16:46 - Chapter 3. Establishing Carolingian Legitimacy
27:25 - Chapter 4. Charles Martel and Pepin the Short
34:54 - Chapter 5. Charlemagne
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.

Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan describes the events that lead up the Peloponnesian War. He argues that the rise of Athenian power and the concomitant challenge to Spartan dominance pointed to potential conflict. However, Professor Kagan also points out that there were many people who did not want war and that therefore war was not inevitable. The Thirty Years Peace was negotiated, and Professor Kagan finally argues that its clause for arbitration was the key clause that could have prevented war.
00:00 - Chapter 1. The Importance of the Peloponnesian War and Its Continuing Value
09:25 - Chapter 2. The Origins of the War
23:37 - Chapter 3. Athens Faces a Critical Decision
30:31 - Chapter 4. Multiple Battles
45:16 - Chapter 5. Reversal of Fortune
56:17 - Chapter 6. The Four Months Truce and Subsequent Thirty Years Peace
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.

Introduction to New Testament (RLST 152)
This course approaches the New Testament not as scripture, or a piece of authoritative holy writing, but as a collection of historical documents. Therefore, students are urged to leave behind their pre-conceived notions of the New Testament and read it as if they had never heard of it before. This involves understanding the historical context of the New Testament and imagining how it might appear to an ancient person.
00:00 - Chapter 1. Why Take This Course?
13:23 - Chapter 2. The Bible As A Historical Text
24:17 - Chapter 3. Imagining An Ancient's Perspective
30:45 - Chapter 4. Q&A
35:08 - Chapter 5. Going over the Syllabus
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2009.

Introduction to New Testament (RLST 152)
The Apocalypse, or the Revelation of John, shares many of the traits found in apocalyptic literature: it operates in dualisms--earthly events contrasted with heavenly ones, present time with the imminent future, and it calls for cultural and political resistance. Its structure is like a spiral, presenting cycle after cycle of building tension and reprieve, so that the reader who experiences the text also experiences crisis and then catharsis. Politically, Revelation equates Rome with Babylon and the empire as the domain of Satan.
00:00 - Chapter 1. The Revelation of John and the Genre of Apocalyptic
12:49 - Chapter 2. The Structure of Revelation
28:00 - Chapter 3. Crisis, Catharsis, and Politics in Revelation
42:02 - Chapter 4. The Social Context of Revelation
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.

The American Novel Since 1945 (ENGL 291)
In this second lecture on Blood Meridian, Professor Hungerford builds a wide-ranging argument about the status of good and evil in the novel from a small detail, the Bible the protagonist carries with him in spite of his illiteracy. This detail is one of many in the text that continually lure us to see the kid in the light of a traditional hero, superior to his surroundings, developing his responses in a familiar narrative structure of growth. McCarthy's real talent, and his real challenge, Hungerford argues, is in fact to have invoked the moral weight of his sources--biblical, literary, and historical--while emptying them of moral content. Much as the kid holds the Bible an object and not a spiritual guide, McCarthy seizes the material of language--its sound, its cadences--for ambiguous, if ambitious, ends.
00:00 - Chapter 1. Structural Allusions: McCarthy's Formulation of the Hero
15:08 - Chapter 2. Maturation without Morality: Revising the Bildungsroman
24:50 - Chapter 3. Asserting Immortality: McCarthy's Literary Ambitions
33:12 - Chapter 4. The Bible of the Illiterate Kid: Literary Artifacts and Empty Scripture
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.

Introduction to Theory of Literature (ENGL 300)
In this lecture, Professor Paul Fry examines acts of reading and interpretation by way of the theory of hermeneutics. The origins of hermeneutic thought are traced through Western literature. The mechanics of hermeneutics, including the idea of a hermeneutic circle, are explored in detail with reference to the works of Hans-George Gadamer, Martin Heidegger, and E. D. Hirsch. Particular attention is paid to the emergence of concepts of "historicism" and "historicality" and their relation to hermeneutic theory.
00:00 - Chapter 1. The History of Hermeneutics
10:32 - Chapter 2. The Hermeneutic Circle
20:37 - Chapter 3. On Prejudice
23:45 - Chapter 4. Historicism and "Historicality"
27:48 - Chapter 5. Gadamer's Debt to Heidegger
33:21 - Chapter 6. Prejudice and Tradition
37:20 - Chapter 7. E. D. Hirsch
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.

Listening to Music (MUSI 112)
This lecture provides an introduction to basic classical music terminology, orchestral instruments, and acoustics. Professor Wright begins with a brief discussion of the distinctions between such broad terms as "song" and "piece," briefly mentioning more specific terms for musical genres, such as "symphony" and "opera." He then moves on to describe the differences between a "motive" and a "theme," demonstrating the distinction between the two with the use of music by Beethoven and Tchaikovsky. Following this, he calls upon three guest instrumentalists on French horn, bassoon, and viola to give a brief performance-introduction to each instrument. He concludes the session with a discussion of acoustics, focusing on the concept of partials, and then brings the lecture to a close with commentary on Richard Strauss's tone-poem, Death and Transfiguration.
00:00 - Chapter 1. Distinguishing "Songs" from "Pieces": Musical Lexicon
04:23 - Chapter 2. Genres, Motives, and Themes
16:51 - Chapter 3. Introduction to the French Horn and Partials
23:02 - Chapter 4. The Bassoon and the Viola
29:14 - Chapter 5. Mugorsky and the Basic Principles of Acoustics
40:30 - Chapter 6. Dissonance and Consonance in Strauss's Death and Transfiguration
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2008.

The Early Middle Ages, 284--1000 (HIST 210)
In this lecture, Professor Freedman surveys major trends in Byzantine history from the sixth to eleventh century, dividing the era into four periods. In the sixth century, under Justinian's rule, the Byzantine Empire experienced a period of expansion (532-565). However, the Empire was unable to hold on to Justinian's hard won territories and so contracted for over a century of crisis that threatened its survival (565-717). In the next period, (717-843), the Byzantine army was reorganized and the Empire was able to regain some lost territory. At the same time, the empire was wracked by the conflicts accompanying theological controversies over artistic representations of the sacred (the Iconoclast controversy). Finally, with the religious situation smoothed over, the Byzantine Empire was able to expand further from 843 to 1071.
00:00 - Chapter 1. Introduction
07:34 - Chapter 2. The Contraction of the Byzantine Empire
21:52 - Chapter 3. Reconstruction of the Empire
30:30 - Chapter 4. Survival of the Byzantine Empire
39:36 - Chapter 5. Expansion of the Byzantine Empire
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.

Introduction to the Old Testament (Hebrew Bible) (RLST 145) with Christine Hayes
This lecture continues the discussion on Genesis, including the familiar accounts of Cain and Abel, the Flood and Noahide covenant. The story of Cain and Abel expresses the notion of the God-endowed sanctity of human life and a "universal moral law" governing the world. Examination of the contradictions and doublets in the flood story leads to a discussion of the complex composition and authorship of the Pentateuch. These features as well as anachronisms challenge traditional religious convictions of Moses as the author of the first five books of the Bible.
00:00 - Chapter 1. The Taming of Enkidu in The "Epic of Gilgamesh"
05:44 - The Story of Enkidu as Parallel to the Second Story of Creation in Genesis
21:29 - Major Themes in the Story of Cain and Abel
24:02 - Comparing Mesopotamian, Semitic and Israelite Flood Stories
35:32 - Contradictions and Doublets in the Flood Story in Genesis 6-9
42:42 - Implications of the Repetitions and Contradictions throughout the Bible
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2006.

The American Revolution (HIST 116)
Professor Freeman discusses what it meant to be a British colonist in America in the eighteenth century. She explains how American colonists had deep bonds of tradition and culture with Great Britain. She argues that, as British colonists with a strong sense of their British liberties, settlers in America valued their liberties above all else. She also explains that many Americans had a sense of inferiority when they compared their colonial lifestyles to the sophistication of Europe. Professor Freeman discusses the social order in America during the eighteenth century, and suggests that the lack of an entrenched aristocracy made social rank more fluid in America than in Europe. She ends the lecture by suggesting that the great importance that American colonists placed on British liberties and their link with Britain helped pave the way for the Revolution.
00:00 - Chapter 1. Introduction
02:02 - Chapter 2. Association of Colonists' Identity to English Monarchy
11:51 - Chapter 3. The British Colonists' Inferiority Complex
20:34 - Chapter 4. The Fluidity of American Social Order: Gentry Minorities, Prisoners, and Religious Exiles
35:02 - Chapter 5. Salutary Neglect's Effect on British Liberties in the Colonies and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.

Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion Regulation with Dr. James Gross from Stanford University. Dr. Gross will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Gross will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. James Gross
01:20 Chapter 2. What got you interested in studying emotion?
02:27 Chapter 3. What are the central discoveries of your work?
17:41 Chapter 4. What do you see in store for the future of emotion?
20:26 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.

Introduction to New Testament (RLST 152)
The Gospels of the New Testament are not biographies, and, in this class, they are read through a historical critical lens. This means that the events they narrate are not taken at face value as historical. The Gospel of Mark illustrates how the gospel writer skillfully crafts a narrative in order to deliver a message. It is a message that emphasizes a suffering messiah, and the necessity of suffering before glory. The gospel's apocalyptic passages predict troubles for the Jewish temple and incorporate this prediction with its understanding of the future coming of the Son of Man.
00:00 - Chapter 1. The Gospels Not As Biographies
13:44 - Chapter 2. A Historical Critical Reading of Mark
22:18 - Chapter 3. Mark's Messiah
30:26 - Chapter 4. The Apocalyptic in Mark
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.

The Early Middle Ages, 284--1000 (HIST 210)
The Roman Empire in the West collapsed as a political entity in the fifth century although the Eastern part survived the crisis.. Professor Freedman considers this transformation through three main questions: Why did the West fall apart -- because of the external pressure of invasions or the internal problems of institutional decline? Who were these invading barbarians? Finally, does this transformation mark a gradual shift or is it right to regard it as a cataclysmic end of civilization? Professor Freedman, as a moderate catastrophist, argues that this period marked the end of a particular civilization rather than the end of civilization in general.
00:00 - Chapter 1. Introduction
05:43 - Chapter 2. Catastrophe
18:43 - Chapter 3. The Roman Army and the Visigoths
28:25 - Chapter 4. Another Kind of Barbarian: The Huns
34:19 - Chapter 5. Accomodation
38:55 - Chapter 6. Decline
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.

Listening to Music (MUSI 112)
This lecture explores the basic nature of melody. Touching on historical periods ranging from ancient Greece to the present day, Professor Wright draws examples from musical worlds as disparate as nineteenth-century Europe and twentieth-century India, China, and America. Professor Wright puts forth a historical, technical, and holistic approach to understanding the way pitches and scales work in music. He concludes his lecture by bringing pitch and rhythm together in a discussion of Beethoven's Ninth Symphony.
00:00 - Chapter 1. The Nature of Melody
02:37 - Chapter 2. The Development of Notes and the Scale
14:43 - Chapter 3. Major, Minor, and Chromatic Scales in World Music
33:03 - Chapter 4. Pitch and Rhythm in Beethoven's Ninth Symphony
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2008.

Introduction to the Old Testament (Hebrew Bible) (RLST 145) with Christine Hayes
In the first of a series of lectures on the book of Genesis, the basic elements of biblical monotheism are compared with Ancient Near Eastern texts to show a non-mythological, non-theogonic conception of the deity, a new conception of the purpose and meaning of human life, nature, magic and myth, sin and evil, ethics (including the universal moral law) and history. The two creation stories are explored and the work of Nahum Sarna is introduced.
00:00 - Chapter 1. The Creation Story in "Enuma Elish"
12:44 - Chapter 2. The Creation Stories in Genesis
28:30 - Chapter 3. Creation as God Imposing Order on the World
38:17 - Allusion to and Resonances of Ancient Near Eastern Themes
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2006.

Introduction to Political Philosophy (PLSC 114)
Professor Smith discusses the nature and scope of "political philosophy." The oldest of the social sciences, the study of political philosophy must begin with the works of Plato and Aristotle, and examine in depth the fundamental concepts and categories of the study of politics. The questions "which regimes are best?" and "what constitutes good citizenship?" are posed and discussed in the context of Plato's Apology.
00:00 - Chapter 1. What Is Political Philosophy?
12:16 - Chapter 2. What Is a Regime?
22:19 - Chapter 3. Who Is a Statesman? What Is a Statesman?
27:22 - Chapter 4. What Is the Best Regime?
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2006.

Listening to Music (MUSI 112)
A brief foray into the formal characteristics of contemporary popular music is used to launch this lecture on musical form. After a discussion of the "verse-chorus" form often used in popular music, Professor Wright proceeds to take students into the realm of classical music, focusing particularly on ternary form and sonata-allegro form. Throughout his detailed explanation of sonata-allegro form, he also elaborates upon some harmonic concepts describing, for example, the relationship between relative major and minor keys. This lecture draws its musical examples from 'N Sync, Mozart, and Beethoven.
00:00 - Chapter 1. Verse-Chorus Form in Popular Music
05:56 - Chapter 2. Introduction to Form in Classical Music
12:18 - Chapter 3. Ternary Form
18:00 - Chapter 4. The Sonata-Allegro Form in Mozart's "A Little Night Music"
36:19 - Chapter 5. The Sonata-Allegro Form in Beethoven's Fifth Symphony
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2008.

Listening to Music (MUSI 112)
Professor Wright explains the way harmony works in Western music. Throughout the lecture, he discusses the ways in which triads are formed out of scales, the ways that some of the most common harmonic progressions work, and the nature of modulation. Professor Wright focuses particularly on the listening skills involved in hearing whether harmonies are changing at regular or irregular rates in a given musical phrase. His musical examples in this lecture are wide-ranging, including such diverse styles as grand opera, bluegrass, and 1960s American popular music.
00:00 - Chapter 1. Introduction to Harmony
03:36 - Chapter 2. The Formation and Changing of Chords
19:50 - Chapter 3. Harmonic Progressions
35:54 - Chapter 4. Major and Minor Harmonies in Popular Music
42:38 - Chapter 5. Modulation through Harmony
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2008.

Moral Foundations of Politics (PLSC 118)
The next and final Enlightenment tradition to be examined in the class is that of John Rawls, who, according to Professor Shapiro, was a hugely important figure not only in contemporary political philosophy, but also in the field of philosophy as a whole. Today, the class is introduced to some of the principal features of Rawls's theory of justice, such as the original position and the veil of ignorance, two of Rawls's most important philosophical innovations. Rawls channels Kant's categorical imperative because he asks individuals who would hypothetically be making choices about the structure of society to consider what would be desirable regardless of who they turned out to be--high IQ or low IQ, male or female, black or white, rich or poor. Rawls does not want to consider utility or welfare, but rather something more concrete--resources. And for him, these resources are liberties, opportunities, income and wealth, and the social bases of self-respect. The first of these leads to Rawls's first principle of justice, which states, "Each person is to have an equal right to the most extensive total system of liberties compatible with a similar system of liberty for all." Professor Shapiro animates this principle by asking, "Should there be an established religion?" For Rawls, the approach to answering this question is from the standpoint of the most adversely affected person.
00:00 - Chapter 1. Political Liberalism: John Rawls (1921 -- 2002)
11:59 - Chapter 2. Insights and Questions in Rawls's Theory of Justice
34:15 - Chapter 3. Resourcism and The General Conception of Justice
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.

Death (PHIL 176)
In this lecture, Professor Kagan invites students to pose the question of how one should live life knowing that it will certainly end in death. He also explores the issue of how we should set our goals and how we should go about achieving them, bearing in mind the time constraints. Other questions raised are how this ultimately affects the quality of our work and our accomplishments, as well as how we decide what is worth doing in life.
00:00 - Chapter 1. How Carefully Should We Live?
11:21 - Chapter 2. Time Constraints and Goals: Finding Appropriate Contents for Life
17:30 - Chapter 3. Quantity of Life: The More, the Better?
32:38 - Chapter 4. Semi-Immortality through Accomplishments
40:21 - Chapter 5. Life Is Suffering: An Alternative Approach to Living
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2007.

Introduction to Theory of Literature (ENGL 300)
In this lecture, Professor Paul Fry explores the semiotics movement through the work of its founding theorist, Ferdinand de Saussure. The relationship of semiotics to hermeneutics, New Criticism, and Russian formalism is considered. Key semiotic binaries--such as langue and parole, signifier and signified, and synchrony and diachrony--are explored. Considerable time is spent applying semiotics theory to the example of a "red light" in a variety of semiotic contexts.
00:00 - Chapter 1. What is Semiology?
08:34 - Chapter 2. "Langue" and "Parole," "Signified" and "Signifier"
27:08 - Chapter 3. Positive and Negative Knowledge: Arbitrary and Differential
33:11 - Chapter 4. Example: the Red Stoplight
45:55 - Chapter 5. Synchrony and Diachrony
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.

Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Donald Kagan explores the earliest history of Greek civilization. He demonstrates how small agricultural enclaves eventually turned into great cities of power and wealth in the Bronze Age, taking as his examples first Minoan Crete and then Mycenaean Greece. He also argues that these civilizations were closely related to the great monarchies of the ancient Near East. He points out that the Mycenaean age eventually came to an abrupt end probably through a process of warfare and migration. Reconstructing the Mycenaean age is possible through archaeological evidence and through epic poetry (Homer). Finally, he provides an account of the collapse of the Mycenaean world, and explains how in its aftermath, the Greeks were poised to start their civilization over on a new slate.
00:00 - Chapter 1. The Minoan Civilization
08:58 - Chapter 2. Mycenaean Language and Writing
16:07 - Chapter 3. The Citadel, Farmland, Burials and the Oil Trade
26:29 - Chapter 4. Cultural Unity, Agriculture, Religious Authority
33:41 - Chapter 5. Society and Economy
39:05 - Chapter 6. Theories about the Fall of the Mycenaean World
56:52 - Chapter 7. Results of the Fall
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.

Introduction to Ancient Greek History (CLCV 205)
Professor Donald Kagan explains why people should study the ancient Greeks. He argues that the Greeks are worthy of our study not only because of their vast achievements and contributions to Western civilization (such as in the fields of science, law, and politics) but also because they offer a unique perspective on humanity. To the Greeks, man was both simultaneously capable of the greatest achievements and the worst crimes; he was both great and important, but also mortal and fallible. He was a tragic figure, powerful but limited. Therefore, by studying the Greeks, one gains insight into a tension that has gripped and shaped the West and the rest of the world through its influence. In short, to study the Greeks is to study the nature of human experience.
00:00 - Chapter 1. Ancient Greece as the Foundation of Western Civilization
13:06 - Chapter 2. The Judeo Christian Tradition
24:50 - Chapter 3. Problems Posed by the Western Tradition
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.

The American Novel Since 1945 (ENGL 291)
Professor Hungerford introduces this lecture by reviewing the ways that authors on the syllabus up to this point have dealt with the relationship between language and life, that collection of elusive or obvious things that for literary critics fall under the category of "the Real." The Real can shout out from a work of art, as it sometimes does in Black Boy, or haunt it, as in Lolita. It can elude authors like Kerouac and Barth for widely different reasons. Placing Pynchon firmly in the context of the political upheaval of the 1960s that he is often seen to avoid, Hungerford argues that Pynchon--no less than a writer of faith like Flannery O'Connor--is deeply invested in questions of meaning and emotional response, so that The Crying of Lot 49 is a sincere call for connection, and a lament for loss, as much as it is an ironic, playful puzzle.
00:00 - Chapter 1. Language and Reality: Course Review
09:18 - Chapter 2. Pynchon and Politics: Activism and Passivism in the 1960s
15:42 - Chapter 3. The Variable Roles of Oedipa Maas
36:02 - Chapter 4. Finding Reality in the Social Details
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.

Choose from 3 types of pool cleaners.
Keep your pool sparkling.
Personalize your pool with an in-ground spa.
Landscaping.
Landscaping makes your backyard an oasis.
Deck and Patio.
A deck or patio can complete your pool.
Relax by your pool with patio furniture.
The most important aspect of owning a pool.
Choosing Your Materials.
Learn more about the Vinyl Pools and Vinyl Liners offered by Rising Sun Pools.
Fiberglass.
Learn more about the Fiberglass pool options offered by Rising Sun Pools.
Due to the custom nature of these pools, it can often take 60-90 days to build. Most Concrete pool projects start at 40,000.
Rising Sun Pools recalculates the pump size for every pool we build.
Sand Filters.
Cartridge Filters.